Good Teaching Practices for Neurodiverse Students from a Teacher Training Cycle

Abstract

Introduction: Among current trends in inclusive education, attention to neurodiversity stands out as an innovative approach. This work proposes a system of teacher workshops focused on best practices for supporting neurodiverse individuals, including conditions and/or disorders of neurodevelopment such as intellectual disabilities, autism spectrum disorders, and specific learning disorders. Methodology: The research methodology employed includes theoretical and empirical methods, such as bibliographic and content analysis, modeling, and feasibility exploration, along with complementary techniques for situational diagnosis. These methods are applied through a validated procedure based on experiential and lived methods, involving the participation of 182 teachers who collaborated on the neuro  psychopedagogical profile of 35 cases. Results: As a result, a manual of best practices centered on Universal Design for Learning (UDL), the Individualized Rational Adjustment Plan (IRAP), the planning of multisensory learning strategies, cognitive, physical, and sensory accessibility, as well as techno-inclusion, has been developed. Discussion: The findings of this work can be applied in successful inclusive schools as part of training actions and the systematization of experiences, aligning with relevant research in the context of neurodiversity support. Conclusions: The implementation of the proposal focused on best practices and neurodiversity will benefit neurodiverse individuals and enrich the neuroscientific culture in educational institutions, as it facilitates the adaptation of didactic components, promoting a more inclusive and accessible environment for all students.